Within the class period, students will continue to work within their groups and researching their topics. With this being the second day students have been working on these projects, the poster boards will begin to be created. three sided poster boards for all groups, as well as all art materials, will be provided. Students will have access to laptops and will be able to print materials that would supplement their projects.
Materials:
Markers/chalk, colored pencils, markers, crayons, scissors, glue, construction paper, three sided poster boards, biology text book, laptop cart.
Objectives:
Students will be able to... 1.Collect and organize information about their particular type of organism. 2.Identify relevant questions for inquiry about their particular type of organism. 3. Create a visual representation of their type of organism. 4. Develop knowledge about their particular type of organism.
Instruction:
Opening:
Review- Pass back graded quizzes, population density activities, and foldables to all students. Review the assessment by going over the questions and their correct answers. Address any questions students may have about the quiz. Have students hold on to their quizzes as a resource for studying for upcoming test.
Engagement:
Activity- Students will continue to work on their projects. The school laptop cart will be within the classroom in order for students to use the computers for printing text or pictures pertaining to their poster boards. Students will have to ask me permission to use the laptops, at which time I will bring it to their desks. If students wish to print, they will need to ask for my approval. These two main points of asking for a computer and asking to print will be written on the chalk/white board at the front of the classroom. I will be monitoring all student progress, assuring all students are on task. The last five minutes of the scheduled time frame will be devoted to cleaning up, and putting all materials away. Poster boards will be stored at the back of the classroom.
Closure:
Compare student responses to the concluding questions from the previous class period to today. Ask similar questions to students such as:"Were there any answers to the investigations that surprised you thus far within your projects?", "Why do you think your particular organism is important to ecosystems?". Look for similarities and differences in their input. Remind students about presentations beginning on Monday. Assign which groups will be presenting first, second, and third, by allowing students to pick from a hat.
Assessment:
Informally assess students throughout the class with their participation and progress on their poster boards. Remind students to follow their rubric as they are completing their projects to ensure they are meeting all grading criteria.
Lesson Title: Producer,Consumer, Decomposer Projects cont...
State Standards: GLEs/GSEs
Context of Lesson:
Within the class period, students will continue to work within their groups and researching their topics. With this being the second day students have been working on these projects, the poster boards will begin to be created. three sided poster boards for all groups, as well as all art materials, will be provided. Students will have access to laptops and will be able to print materials that would supplement their projects.Materials:
Markers/chalk, colored pencils, markers, crayons, scissors, glue, construction paper, three sided poster boards, biology text book, laptop cart.Objectives:
Students will be able to...1.Collect and organize information about their particular type of organism.
2.Identify relevant questions for inquiry about their particular type of organism.
3. Create a visual representation of their type of organism.
4. Develop knowledge about their particular type of organism.
Instruction:
Opening:
Review- Pass back graded quizzes, population density activities, and foldables to all students. Review the assessment by going over the questions and their correct answers. Address any questions students may have about the quiz. Have students hold on to their quizzes as a resource for studying for upcoming test.
Engagement:
Activity- Students will continue to work on their projects. The school laptop cart will be within the classroom in order for students to use the computers for printing text or pictures pertaining to their poster boards. Students will have to ask me permission to use the laptops, at which time I will bring it to their desks. If students wish to print, they will need to ask for my approval. These two main points of asking for a computer and asking to print will be written on the chalk/white board at the front of the classroom. I will be monitoring all student progress, assuring all students are on task. The last five minutes of the scheduled time frame will be devoted to cleaning up, and putting all materials away. Poster boards will be stored at the back of the classroom.Closure:
Compare student responses to the concluding questions from the previous class period to today. Ask similar questions to students such as:"Were there any answers to the investigations that surprised you thus far within your projects?", "Why do you think your particular organism is important to ecosystems?". Look for similarities and differences in their input. Remind students about presentations beginning on Monday. Assign which groups will be presenting first, second, and third, by allowing students to pick from a hat.Assessment:
Informally assess students throughout the class with their participation and progress on their poster boards. Remind students to follow their rubric as they are completing their projects to ensure they are meeting all grading criteria.